With the recent rise of sociocultural theory in second-language acquisition, attempts have been made to understand L2 learners' uses of different resources in writing, based on their cultural, historical, and institutional contexts. In line with L2 writing research within the sociocultural paradigm, this study investigates the writing strategies deployed by L2 learners of Korean, focusing on the mediated actions involved in their writing processes. Two American learners of Korean in a college Korean programme participated in this study. Data were collected from three sources: interviews, think-aloud protocol, and stimulated recall. Based on the analysis of data, emerging themes and trends in learner strategy use were identified for each participant. The findings are discussed case by case in relation to each individual's sociocultural context. The data reveal that a learner's socially situated context is closely related to the kinds of writing strategies and mediating tools he or she uses or prefers. (Contains 1 note.)